Plagiarism Certification Tests for Undergraduate CollegeStudents and Advanced High School Students

These tests are intended for undergraduate students incollege or those under 18 years of age.

Read these directions carefully!

The below test includes 10 questions, randomly selected from alarge inventory. Most questions will be different each time youtake the test,

You must answer at least 9 out of 10 questions correctly toreceive your Certificate.

You have 40 minutes to complete each test, and you must answerall 10 questions in order to to see your results. If you do notpass this test in 40 minutes, you can begin a new test. Most peoplecomplete this test in less than 15 minutes.

You only get 1 attempt to have each particular test evaluated(e.g., if you try using the Back button and change something, youwill not get another evaluation for this test).

If the student version contains BOTH word-for-word andparaphrasing plagiarism, you should select word-for-word.

If you need help, see this document which provides criteria fordetermining plagiarism that are used in this test.

Privacy notice: If you pass a test, uniqueinformation displayed on your Certificate is also stored in asecure location.

Item 1

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Educational researchers, policymakers, and practitioners agreethat educational research is often divorced from the problems andissues of everyday practice--a split that creates a need for newresearch approaches that speak directly to problems of practice(National Research Council [NRC], 2002) and that lead to thedevelopment of \"usable knowledge\" (Lagemann, 2002). Design-basedresearch (Brown, 1992; Collins, 1992) is an emergingparadigm for the study of learning in context through thesystematic design and study of instructional strategies andtools. We argue that design-based research can help createand extend knowledge about developing, enacting, and sustaininginnovative learning environments. References: DBRC (Design-Based Research Collective). (2003). Design-basedresearch: An emerging paradigm for educational inquiry.Educational Researcher, 32(1), 5-8.

A decade later, researchers interested in studying learning innaturalistic settings (inspired by Brown's approach) began aconcerted effort to define the standards and argue the legitimacyof this type of research through design. For example, theDesign-Based Research Collective defined design-based research(DBR) as \"an emerging paradigm for the study of learning incontext, through the systematic design and study of instructionalstrategies and tools\" (DBRC, 2003, p. 5). References: DBRC (Design-Based Research Collective). (2003). Design-basedresearch: An emerging paradigm for educational inquiry.Educational Researcher, 32(1), 5-8.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 2

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Complex learning is the integration ofknowledge, skills and attitudes; coordinating qualitativelydifferent constituent skills; and often transferring what waslearned in school or training to daily life and work.There are many examples of theoretical design models that have beendeveloped to promote complex learning: cognitive apprenticeship,collaborative problem solving, constructivism and constructivistlearning environments, learning by doing, multiple approaches tounderstanding , star legacy , as well as the subject of thiscontribution, the Four-Component Instructional Design model. References: van Merriënboer, J. J. G. & Kirschner, P. A. K. (2007). Tensteps to complex learning: A systematic approach to four-componentinstructional design. Lawrence Erlbaum Associates, Inc.,Mahwah, NJ.

Van Merriënboer and Kirschner (2007) indicated that complexlearning involves the learning of how to complete authentic taskswhich require the use and integration of knowledge and skills frommultiple domains. Complex learning tasks have no single correctmethod of completion but instead a range of methods that result inthe completion of the task at varying degrees of appeal,efficiency, and effectiveness. They further state that complexlearning involves \"the integration of knowledge, skills andattitudes; coordinating qualitatively different constituent skills,and often transferring what was learned ... to daily life and work\"(p. 4). References: van Merriënboer, J. J. G. & Kirschner, P. A. K. (2007). Tensteps to complex learning: A systematic approach to four-componentinstructional design. Lawrence Erlbaum Associates, Inc.,Mahwah, NJ.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 3

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

But what are reasonable outcomes of the influence ofglobal processes on education?While the question of howglobal processes influence all aspects of education (and whocontrols these forces) is multidimensional and notcompletely testable, there appear to be some theories ofglobalization as it relates to education that can be empiricallyexamined. References: Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSSresponses over time: Evidence of global forces in education?Educational Research and Evaluation, 15(2), 137-152.

Rutkowski and Rutkowski (2009) ask \"what are reasonable outcomesof the influence of global processes on education?\" (p. 138). Thisquestion is not entirely testable and has multiple dimensions buttheories of globalization's impact on education exist and providemeans of empirical analysis. References: Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSSresponses over time: Evidence of global forces in education?Educational Research and Evaluation, 15(2), 137-152.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 4

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

But what are reasonable outcomes of the influence ofglobal processes on education?While the question of howglobal processes influence all aspects of education (and whocontrols these forces) is multidimensional and not completelytestable, there appear to be some theories of globalization as itrelates to education that can be empirically examined. References: Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSSresponses over time: Evidence of global forces in education?Educational Research and Evaluation, 15(2), 137-152.

The authors are not alone in asking “what are reasonableoutcomes of the influence of global processes on education?” (p.138). In fact, this same question provides the basis for thediscussion that follows.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 5

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Learning from demonstrations is enhanced when learnersactively engage in interaction with one another rather thanpassively observing the demonstration. When learners arerequired to find a new portrayal of the information that has beenpresented, they are required to process the information at a deeperlevel in order to identify and demonstrate this new portrayal. Whenthey are required to demonstrate their new portrayals toone another, this provides additional portrayals of theinformation being taught, thus increasing the richness of theinstruction. References: Merrill, M. D. (2009). First principles of instruction. In C. M.Reigeluth & A. A. Carr-Chellman (Eds.),Instructional-Design theories and models: Building a commonknowledge base. (pp. 41-56). New York: Routledge.

In order to make instruction more effective, learners should berequired to find additional portrayals of the information whichhave been presented by the instructor. Learners are expected tothen demonstrate their portrayals to one another. Learning fromdemonstrations is enhanced when learners actively engage ininteraction with one another rather than passively observing thedemonstration. References: Merrill, M. D. (2009). First principles of instruction. In C. M.Reigeluth & A. A. Carr-Chellman (Eds.),Instructional-Design theories and models: Building a commonknowledge base. (pp. 41-56). New York: Routledge.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 6

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

When instructors are creating discussion board activities foronline courses, at least two questions must be answered. First,what is the objective of the discussions?Different objectives might be to create a \"social presence\" amongstudents so that they do not feel isolated, to ask questionsregarding assignments or topics, or to determine if studentsunderstand a topic by having them analyze and evaluate contextualsituations. Based on the response to this question, different rulesmight be implemented to focus on the quality of the interactionmore so than the quantity. The second question is, howimportant is online discussions in comparison to the otheractivities that students will perform? This questionalludes to the amount of participation that instructors expect fromstudents in online discussions along with the other requiredactivities for the course. If a small percentage of student effortis designated for class participation, our results show that it canaffect the quality and quantity of interactions. References: Moore, J. L., & Marra, R. M. (2005) A comparative analysis ofonline discussion participation protocols. Journal of Researchon Technology in Education, 38(2), 191-212.

According to Moore and Marra's (2005) case study, which observedtwo online courses, students in the first course implemented aconstructive argumentation approach while students in second coursehad less structure for their postings. As they stated, wheninstructors create online discussion board activities, they mustanswer at least two questions. These questions are: \"What is theobjective of the discussions?\" And \"How important are onlinediscussions in comparison to the other activities that studentswill perform?\" According to their findings, the discussionactivities that were designed based on the answers to thesequestions can influence the quality and quantity of interactions(Moore & Marra, 2005). References: Moore, J. L., & Marra, R. M. (2005) A comparative analysis ofonline discussion participation protocols. Journal of Researchon Technology in Education, 38(2), 191-212.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 7

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

APT was compared with numerous extant methodologies, includingthe linear models approach and event history analysis. Thefundamental difference between APT and these other approaches isthat no particular mathematical model is assumed in APT. In APT amodel is viewed simply as a temporal pattern, whereas in most otherapproaches parameters of a mathematical model are estimated fromdata in which variables are measured separately. Moreover, in APTprobabilities of temporal patterns are estimated by relativefrequency and duration. References: Frick, T. (1990). Analysis of Patterns in Time (APT): A Method ofRecording and Quantifying Temporal Relations in Education.American Educational Research Journal, 27(1), 180-204.

The major difference between Analysis of Patterns in Time andlinear statistical models is that APT does not assume any specificmathematical model. Linear models attempt to find statisticalrelations between variables that have been measured separately. InAPT, temporal patterns indicate relationships. Those patterns arecounted in order to estimate their likelihoods. References: Frick, T. (1990). Analysis of Patterns in Time (APT): A Method ofRecording and Quantifying Temporal Relations in Education.American Educational Research Journal, 27(1), 180-204.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 8

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Major changes within organizations are usually initiatedby those who are in power. Such decision-makers sponsorthe change and then appoint someone else - perhaps the director oftraining - to be responsible for implementing and managing change.Whether the appointed change agent is in training development ornot, there is often the implicit assumption that trainingwill \"solve the problem.\" And, indeed, training may solvepart of the problem....  The result is thatpotentially effective innovations suffer misuse, or even no use, inthe hands of uncommitted users. References: Dormant, D. (1986). The ABCDs of managing change. InIntroduction to Performance Technology(p. 238-256).Washington, D.C.: National Society of Performance andInstruction.

When top-down major changes are initiated in organizations,people tend to assume that training is needed to help members ofthe organization change their behavior. While training might help,if people in the organization lack commitment to accept thechanges, they still might not do what management wants them todo. References: Dormant, D. (1986). The ABCDs of managing change. InIntroduction to Performance Technology(p. 238-256).Washington, D.C.: National Society of Performance andInstruction.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 9

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Major changes within organizations are usually initiated bythose who are in power. Such decision-makers sponsor the change andthen appoint someone else - perhaps the director of training - tobe responsible for implementing and managing change.Whether the appointed change agent is in trainingdevelopment or not, there is often the implicit assumption thattraining will \"solve the problem.\" And, indeed, training may solvepart of the problem.... The result is that potentiallyeffective innovations suffer misuse, or even no use, in the handsof uncommitted users. References: Dormant, D. (1986). The ABCDs of managing change. InIntroduction to Performance Technology(p. 238-256).Washington, D.C.: National Society of Performance andInstruction.

When major changes are initiated in organizations, there isoften the implicit assumption that training will 'solve theproblem.' And, indeed, training may solve part of the problem(Dormant, 1986, p. 238). References: Dormant, D. (1986). The ABCDs of managing change. InIntroduction to Performance Technology(p. 238-256).Washington, D.C.: National Society of Performance andInstruction.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 10

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Teacher's professional use of technology involvespreparation for various classroom activities; such as, preparinginstructional materials, material, communicating orcollaborating with peers, students and their parents,locating digital resources, and creating lesson plans. Whentechnology is used for instructional delivery, the teacher orstudents can use it. Teachers can present instruction bymeans of a projector or students may use computer-assisted learningapplications such as drill and practice, tutorials, andsimulations. technology as a tool,involves student use of basic softwareapplications to extend their abilities to solve problems, createproducts, or communicate and share their perspectives with eachother. References: Inan, F. A., & Lowther, D. L. (2010). Factors affectingtechnology integration in K-12 classrooms: a path model.Educational Technology Research and Development,58(2), 137-154.

Technology offers a variety of rich opportunities available toteachers and students. According to Inan and Lowther (2010), thereare three main purposes to use technology in schools: (a)technology for teachers to prepare instructional activities, plans,materials, and resources; (b) technology for instructional deliveryfor teachers and students; (c) technology as a learning tool forboth teachers and students. Although technology provides a numberof advantages for teaching and learning, teachers who try tointegrate technology in their classrooms have encountered manyobstacles that hinder potential benefits of use of technology.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism